1

Training and Workforce Development

Sector Plan Educational attainment, workforce skills and employment policies connect people to

business enterprises with the required skills to reap the maximum benefit from economic

opportunities

and

to quickly adapt to new challenges.

2

TRAININGTRAININGTRAININGTRAINING

SECTOR PLANSECTOR PLANSECTOR PLANSECTOR PLAN

2009 2009 2009 2009 –––– 2030 2030 2030 2030

3

Table of Content

• Section 1 – Introduction………………………………………………………..4

• Section 2 - Situational Analysis………………………………………………..7

• Section 3 - SWOT Analysis…………………………………………………..25

• Section 4 – Strategic Vision and Planning Framework………………………26

• Section 5 – Implementation Framework and Action Plans…………………..29

• Section 6 – Monitoring and evaluation Framework …………………………45

• Appendices 1- 3…………………………………………………………..50-53

• References ……………………………………………………………………54

4

In an increasingly knowledge-based global economy, one of the key advantages that a country

can offer is the quality of its human capital. A well trained workforce is emerging as one of the

key drivers of a country’s prosperity and competitiveness1. Educated individuals are inextricably

linked to the labour market by the education and training institutions that are available to prepare

them for effective engagement in the workforce. The primary aim of such institutions is to train

individuals in skill areas that allow them to be placed in jobs or career tracks that lead to

employment. Increased investment in training and workforce development is therefore essential

for raising economic competitiveness, productivity and capacity for technological progress.

Additionally, the importance of vocational and continuous on-the-job training increases both the

efficiency and productivity of individual workers and consequently the workforce.2

Within this context, the re-engineering and re-training of the Jamaican workforce emerges as a

national imperative for fostering smooth transitions in employment due to obsolescence of

current occupations. This will ensure the worker’s own economic stability and buoyancy in the

labour market in the face of a changing global marketplace. This imperative demands a national

training framework through which workers will always be able to access well resourced training

and training facilities that offer relevant areas and levels of training.

The pervasive impact of globalization on developing countries dictates that persons need to be

prepared to utilize opportunities, make meaning of the changes in national and personal goals

and select their niche careers in a global marketplace. In addition, persons should be willing and

prepared to select career paths that are consistent not only with their personal vision, goals and

abilities, but are anchored on the needs of the labour market. Rapid changes in the world of

work, along with the wider range of work options, imply that a framework for tracking career

development trends should be infused with academic and vocational training.

1 Global Competitiveness Report and Index. 2 Ibid.

SECTION 1 – INTRODUCTION

5

The objective of the training and Workforce Development Sector Plan is to enhance labour

quality, flexibility and mobility through education, training and the ingraining of lifelong

learning in the psyche of the population. The plan will ensure the preparation of individuals with

basic and advanced skills necessary to succeed in the 21st-Century knowledge economy; develop

training programs that meet the economic needs of communities and employers; provide

opportunities for low-wage workers to receive education and learn skills that will enable them to

move up career ladders; and partner with workforce development stakeholders countrywide.

Since the preparation of the last Five-year Plan, there have been significant changes to the

Jamaican economy resulting from the process of globalization. With these changes, the existing

planning models have become increasingly limited in scope, and do not adequately embody the

planning needs of the country. These changes, together with the failure of previous medium-term

plans to deliver the transformation necessary to move Jamaica closer to sustainable, long term

development; and a new focus on a participatory, integrated approach to national planning, have

necessitated the commissioning of a strategic development plan of the nature of Vision 2030

Jamaica. All short - and medium-term plans within the period leading up to 2030, will henceforth

be within the strategic framework of Vision 2030 Jamaica.

The Training and Workforce Development (TWD) Sector Plan is one of 31 Sector Plans that

form the foundation for the development of Vision 2030 Jamaica – a 21-year plan designed to

put Jamaica in a position to achieve developed country status by 2030. Vision 2030 Jamaica is

based on a fundamental vision to make ‘Jamaica the place of choice to live, work, raise families,

and do business’, and on guiding principles which put ‘people’ at the centre of Jamaica’s

transformation. The vision of this sector plan is to facilitate equality of opportunities, social

cohesion and partnerships.

The preparation of the Plan has been supported by a quantitative systems dynamics model –

Threshold 21 Jamaica (T21 Jamaica) – which supports comprehensive, integrated planning that

enables a broad range of interconnected factors in economic, social and environmental areas to

be used to project future consequences of different strategies across a range of indicators. In

6

addition, it enables planners to trace causes of changes in any variable or indicator back to the

assumptions.

This sector plan was developed using the processes below.

1. Task Force Meetings that were used to elicit ideas and views from members3 on training

and workforce development issues and challenges facing Jamaica ,as well as identify a

vision for TWD in Jamaica, and determine key goals, objectives and strategies for the

sector

2. Building on the work undertaken by the Human Employment and Resource

Training/National Training Agency (HEART Trust/NTA) and the Ministry of Labour and

Social Security as well as the Management Institute for National Development

3. Research on international best practices and experiences from other developed and

developing countries including Australia, New Zealand, Japan, Ireland, the Philippines,

Malaysia, Singapore, the United Kingdom and the United States of America in TWD that

could be adopted in the Jamaican context

4. A Strategic meeting between the Chair of the Task Force, Chairman of the PAG, the

consultant and the technical secretary of the PIOJ

5. A Strategic meeting with the Chair of the Training & Workforce Development Task

Force and the Chair of the Education Task Force towards identifying cross-cutting issues

and synchronization of the planning process

This document is structured in the sections as listed below.

• Section 2 - Situational Analysis

• Section 3 - SWOT Analysis

• Section 4 – Strategic Vision and Planning Framework

• Section 5 – Implementation Framework and Action Plans

• Section 6 – Monitoring and evaluation Framework

• Appendices

3 See Appendix 1 for List of Members of the Training, and Workforce Development Task Force.

7

Background and Context

It is now firmly accepted that a major factor driving the wealth, productivity and competitiveness

of nations is the knowledge and skills of their human resources. The great strides in information

technology and telecommunications along with the liberalization of world trade have produced a

global village which makes it possible for countries with highly-skilled human resources to

attract and participate in knowledge-driven industries such as microelectronics, new materials

science, and computer related services. If the knowledge and skills of the workforce will

determine the wealth of nations in the future, then education and training will become key

determinants of the wealth of nations4.

One of the main challenges for national economies in the globalized marketplace is therefore to

boost the human capital endowments of the labour force, equipping them with the skills

necessary to contribute to labour productivity, economic growth, social development and

international competitiveness. A sound education is necessary to adequately equip people with

the knowledge and skills needed to take advantage of the emerging opportunities facilitated by

globalization.

In addition to traditional academic and technical skills, the education and training system must

produce individuals who are flexible and possess attributes such as initiative, problem

identification and solving, communication, and team spirit. There is now a noticeable shift in

demand for types of skilled workers. Present trends are clearly in favour of highly-skilled

technicians and professionals. These skills will be relevant to the new and emerging paradigms

of technology-driven production. It also has been postulated that small-island developing states

need to move into knowledge-based and service industries. Graduates of training programmes

are therefore required to have a more broad-based education that imparts not only academic

4 Education for all in the Caribbean: Assessment 2000 Monograph series.

SECTION 2 - SITUATIONAL ANALYSIS

8

qualifications, but also a variety of skills and competencies. Training programmes and strategies

need to ensure a smooth transition from school-to-work. Career development programmes also

need to be infused into education and training programmes as one strategy for providing these

requisite skills.5

Another challenge of the Government is how to ensure that all graduates of tertiary institutions

find gainful employment. It is reported that less than 50.0 per cent of graduates each year will

find a job. This makes it necessary to encourage other alternatives, such as more persons being

engaged in their own businesses. Developing an entrepreneurial culture must involve the

teaching of entrepreneurship in all formal institutions, as well as in community-based

organizations. In order to advance the culture, friendly government policies as well as technical

and financial support systems must be in place to ensure that potential entrepreneurs learn not

only how to develop businesses, but also find access to adequate funding, monitoring and

mentorship support for the continuity of their businesses. In order for full development to take

place, therefore, entrepreneurship must be the cog on which the wheel of the economy turns; this

must be the way toward first world status.

Key Accomplishments

Following are some key achievements of the training sector.

• A world-class and relevant training model for technical, vocational, education and

training implemented by HEART Trust/NTA. During 2007/08 fiscal year, HEART

certified 62,907 persons. The organization's reach has expanded to the Caribbean, Latin

America, United States of America and Europe and important partnerships have been

formed in these regions. The Agency provides consultations for governments and training

agencies in the Caribbean and is an important link in a global Tech-Voc training network

that facilitates capacity development, allows for exchange of information and technical

expertise, assists with manpower needs and helps to maintain the currency of the

organization. International organizations such as the International Institute for

Communications Development (IICD) of Holland, the International Vocational

5 Crow Cal, Dr, 2004, Career Development as a Vehicle for Improving Learning and Creating Successful Futures, Centre for Learning Connections, USA; Career Development Initiative Pilot Project (CADIPP), HEART Trust/NTA.

9

Education and Training Association (IVETA) of the United States, and the German

Agency for Technical Co-operation (GTZ) of Germany, have been collaborating with the

Trust and providing critical training and support for its programmes and initiatives.

• Certification for all skills training provided by the National Council for Technical and

Vocational, Education and training (NCTVET) is regionally and globally recognized,

facilitating the portability of the trained individual.

• As of 2008, persons who possess the Caribbean Vocational Qualification (CVQ) are

allowed to move within the region for work purposes.

• The ability to customize internationally recognized workforce standards to create a

national vocational qualification and occupational standard

• In 2008, an estimated 61,140 students (68.9 % female) were enrolled. The gross

enrolment rate of 29.5 per cent continued a trend of growth in enrolment. In the previous

year, the rate was less than 27 per cent.

• The existence of a labour market observatory, through the National Council on Technical

and Vocational Education and Training (NCVET) which undertakes the analytical work

needed to identify needs and to coordinate curriculum and course development to

improve training competencies at the national level.

• Dedicated pool of funding through an employer funded levy as stipulated in the

Education Act (1980) which established HEART and the legislation to fund its

programmes through establishing a 3 per cent contribution by employers.

• An executive agency, Management Institute for National Development (MIND),

established in 20016, offers relevant training primarily to public sector workers towards

building the competencies of public servants to deliver their departments’/ministries’

business priorities and support the government’s reform agenda to facilitate national

development. MIND offers over 223 courses per annum and trains close to 5000 persons

each year. In 2007/08, 4,456 persons were registered for courses at MIND. Four (4)

programmes offered by MIND are accredited by the University Council of Jamaica

(UCJ). MIND also offers a raft of in-house staff-training courses provided by many local

companies such as banks and other large companies as well as private sector associations.

6 Prior to 2001, MIND was fully funded by the government and was known as the Jamaica Civil Service Staff College.

10

• The High School Equivalency Programme (HISEP) offers opportunities for adults 18 and

over who would not have been able to gain access to the traditional school system. The

programme is assisted by financing from the HEART Trust/NTA and the NCTVET to the

tune of over $6 million. The programme courses include Language and Communication,

Mathematics, Society and Citizenship, Science and Technology and Literature and Arts.

Key Issues and Challenges

Despite some accomplishments in the sector, there are a number of issues and challenges that

need to be addressed if our country is to become a knowledge-based society that is able to take

advantage of the opportunities presented by globalization. The activities of the training and

workforce development agencies are hampered by problems inherent in the education sector

which feed into the training system and negatively affect the quality of the Jamaican workforce.

The HEART Trust/NTA has been progressively widening its reach and increasing its capacity to

train more people. In 2007/08, the number of trainees enrolled in the system was approximately

111,411 (53 % female), with over 59,000 graduating (53.8 % female). This was an increase over

the previous year. Table 1, confirms that the outputs from HEART Trust/NTA and other

programmes have been steadily increasing but estimates suggest that close to 70.0 per cent or

over 700,000 workers are in need of training. Just over 70 per cent of first time job seekers have

no vocational, technical or professional qualifications, close to 20 per cent of Jamaican adults are

illiterate and another 15.0 per cent possess only basic numeracy skills. Some 142,000 youth are

outside of the education system and the labour force, and 5.0 per cent did not go beyond Grade

97.

A summary of the main issues and challenges is listed below.

1. While Jamaica applies international standards and skill competencies in its workforce

development and training, the capacity of learners to fully access the learning process is

often hampered by the quality of the education system. Additionally, while Jamaica

continues to boost workforce skills through vocational training, little consideration is

7 Fox, Kristin (2003) Mapping Unattached Youth in Jamaica (Draft) IADB

11

given to the interaction among basic educational attainment, training and lack of labour

market policies resulting in ineffectiveness in many of the training programmes offered.

2. Only 30 per cent of the labour force is certified (academic and skill training).

3. Labour market analyses are not effectively utilized by training and workforce

development agencies to direct decision-making in relation to training.

4. Insufficient funding exists to adequately upgrade, retool and provide skill training to

approximately 70 per cent of the labour force.

5. Government has not established a coherent and comprehensive HRD policy framework

consistent with its broader development and investment strategy, resulting in training

being insufficient, not being relevant to meet new demands, and in some cases, not able

to quickly address the changing needs in the workplace.

6. The training system does not sufficiently promote a culture of entrepreneurship. Small

enterprises are largely recognized as the main generators of new employment and in

2008, 37.3 per cent of the Jamaican Labour Force was self-employed8.

7. The challenge facing Jamaica is to develop the economy through positioning itself in the

global market so that it can increase productivity. This should be simultaneous with

forging a competitive advantage, producing high value, lower volume, highly

differentiated goods and services for niche markets, and developing the skills and

competencies of our human resources to ensure that the economy’s need for labour and

the labour force’s need for employment are both satisfied.

8. A culture of lifelong learning needs to be engendered across the society moving it from

the focus on adult or continuing education to a ‘cradle-to-the-grave’ approach.

9. The need to place more emphasis on training for job growth, especially in hospitality,

construction, information communication and technology.

10. Career education and guidance is limited in scope and needs to be integrated in the

education and training systems while carefully mapping out new and emerging careers,

and providing opportunities for new entrants to the labour market.

11. Partnerships with employers and other training providers need to be strengthened.

8 STATIN Labour Force Survey 2008

12

The Institutional Framework Supporting Training and Workforce

Development

The institutional framework that supports training and workforce development in Jamaica is built

on three main approaches:

1. Workplace Based Training – this training is designed for the specific needs of workplaces

and can be offered on-site, off-site or online. In Jamaica, customized programmes are

designed and offered by a variety of training institutions and individual consultants.

2. Institutional Based Training – formal and non-formal programmes offered by training

entities in both the public and private sectors and participants may be from either sector.

This type of training usually leads to certification. See Box 1 for details.

3. Community Based Training – Offered by NGO’s, FBO’s and CBOs.

There are various types of training programmes offered to build capacity in a variety of

vocations and these centre primarily on:

• technical training – regulated and delivered largely by the HEART Trust/NTA9,

supported institutions and programmes distributed throughout the island;

• management training;

• Public Sector Management; and

• other types of training specific to particular industries and service sectors such as banks.

Additionally, training and workforce development programmes are provided by community

colleges, teachers colleges, universities and a host of other public and private post-secondary

institutions and programmes.

Financing Training and Workforce Development

Human resources are the principal asset of every country and required by all business

enterprises. But without investments in developing the capacity to acquire skills, build knowledge and

innovate, the potential for human resources to attract business investment is limited. Training and

workforce development are being increasingly conceived and promoted as a cooperative effort in

9 See Appendix for additional information on HEART.

13

which the various relevant institutions in the public and private sectors must participate and share

responsibilities.

Currently, government allocates over J$15 billion to the provision of training. This allocation is

used mainly to access training opportunities through public training entities such as MIND and

HEART, as well as through the private training institutions. Additionally, 11 per cent or

approximately just under J$ 220 million is spent by the private sector on training and workforce

development annually10.

Output of the Training System

The annual output from the education and training system for the period 2004/05 to 2007/08 is

summarized in Tables 1 and 2.

Table 1 Output at Secondary and Post-Secondary Levels

Programme 2004/05 2005/06 2006/07 2007/2008

Grade 11 39,333 39,920 42,050 40,690

HEART Level 1 11,165 14,757 18,826 27,547

Level 2 1,850 3,959 5,320 10,037

Level 3 & Above 1,722 2,210 2,396 2,102

Unit Competencies 17,890 28,572 32,269 15,461

Other Certificates 13,774 13,550 8,464 4,030

Sources: Jamaica Education Statistics 2005/06 – 2007/08, HEART Trust/NTA, PPDD

Qualification for Tertiary Level Institutions

The basic requirement for entry into tertiary institutions is five CSEC subjects including English

Language and Mathematics. Of the 31,604 public candidates who sat the CSEC in June 2008,

approximately 9,592 or 30.4 per cent passed five or more subjects11. This amounted to 24.7 per

cent of the grade 11 cohort. Of the number who attained passing grades, 866 passed Mathematics

and English Language (18.6 % of the total) thereby qualifying for entry into tertiary

programmes.

10 JEF. State of the Industry Report on Training and Development 2001. 11 Does not necessarily include Mathematics and/or English.

14

Output from Tertiary Institutions

Available data indicate that the output of tertiary institutions in 2008 totalled 13,953 (70 %

female). A large percentage of the graduates were trained as Teacher/Instructors,

Managers/Administration, Accountants and IT specialists.

15

Source: Compiled from data supplied by the University of the West Indies, University of Technology and other Tertiary Institutions.

TABLE 2: OUTPUT OF PROFESSIONAL, SENIOR OFFICIALS AND TECHNICIANS, 2004 – 2006

OCCUPATION 2006 2007 2008

Male Female TOTAL Male Female TOTAL Male Female TOTAL

Teachers 669 2,555 3,224 525 2,392 2,917 576 2,208 2,784

Vocational Instructors 1 220 1 491 2,711 560 826 1,386 488 641 1,129

Other occupations in education 6 43 49 16 113 129 19 205 224

Medical Doctors 26 52 78 25 51 76 35 63 98

Nurses 6 274 280 11 297 308 15 737 752

Diagnostic 0 0 0 0 0 0 0 0 0

Radiographers (Prof. & Technicians) 0 0 0 0 0 0 0 0 0

Food & Nutrition (Prof. & Technicians) 12 74 86 11 90 101 6 23 29

Medical Technologists (Prof. & Technicians) 12 13 25 14 44 58 8 39 47

Laboratory Technicians 2 2 4 3 5 8 1 3 4

Pharmacists (Prof. & Technicians) 17 47 64 17 57 74 11 48 59

Physiotherapists 4 5 9 0 11 11 3 28 31

Dental Nurses/Assistants 0 11 11 1 4 5 4 12 16

Other health occupations 39 136 175 34 108 142 11 123 134

Accountants 403 641 1,044 570 1,298 1,868 551 1,379 1930

Managers/ Administrators 992 2,443 3,435 1,107 2,865 3,972 1,132 2,576 3,708

Engineers 157 22 179 90 24 114 235 31 266

Engineering Technicians 48 1 49 82 9 91 1 0 1

Economists 32 51 83 58 112 170 21 55 76

Social Scientists 71 426 497 82 404 486 70 364 434

Others 7 51 58 275 591 866 12 38 50

Physicists 1 0 1 0 1 1 18 5 23

Chemists 27 53 80 33 61 94 35 47 82

Other natural scientists 93 234 327 106 120 226 39 73 112

Architecture (Prof. & Technician) 24 7 31 16 15 31 57 24 81

Land Surveyors (Prof. & Technicians) 17 7 24 55 34 89 49 20 69

Planning and Construction (Prof. and Technicians) 61 16 77 76 7 83 112 37 149

Others 56 21 77 12 1 13 0 0 0

Attorneys 11 45 56 13 47 60 13 47 60

Mathematicians 4 11 15 10 11 21 25 29 54

Agriculturalists 71 50 121 44 84 128 14 17 31

Computer Operator/Programmer 125 76 201 151 86 237 288 151 439

Computer Technician 351 280 631 381 287 668 78 97 175

Theologians 19 27 46 45 19 64 40 0 40

Engineers/Deck Officer 83 26 109 85 23 108 56 15 71

Miscellaneous Occupations 271 678 949 160 599 759 168 627 795

GRAND TOTAL 4,937 9,869 14,806 4,669 10,699 15,368 4,191 9,762 13,953

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BOX 1

TERTIARY PROGRAMMES

Community Colleges

Community Colleges provide pre-university, general education, professional and para-professional training opportunities. There are nine community colleges: Moneague and Brown’s Town in St. Ann, Bethlehem in St. Elizabeth, Montego Bay in St. James, Portmore in St. Catherine, Brown’s Town, Knox, Excelsior Community College (EXED) in Kingston and the College of Agriculture, Science and Education (CASE) in Portland. Moneague College, Bethlehem and CASE are multi-disciplinary institutions as they also serve as teacher training institutions. Vocational Training and Development Institute (VTDI) The Vocational Training and Development Institute (VTDI), affiliated with the HEART Trust/National Training Agency, describes itself as “…primarily targeted to working adults offering competency-based training in the trades and technical areas”. Teacher Training Institutions

Teacher education was provided by nine public institutions, the education departments at the three universities, the Vocational Training Development Institute (HEART/Trust NTA) and the College of Agriculture, Science and Education (CASE). The public institutions which offered certification in education were the Mico University College, Shortwood Teachers’ College, G.C. Foster College of Physical Education and Sport, Moneague College, Sam Sharpe Teachers’ College, Edna Manley College of the Visual and Performing Arts, St. Joseph’s Teachers’ College, Church Teachers’ College and Bethlehem College. The Teacher Training Institutions have created a Consortium of teacher education institutions and applied to the MOE to be registered to offer undergraduate degrees. The Consortium concept facilitates the colleges’ strengthening and supporting each other in a well regulated way, including the use of ICT for cross registration and on-line delivery to offer the first degree in education and other postgraduate courses in keeping with the demands for continuous upgrading of teachers. Public and private universities

The University of the West Indies is a regional institution with its largest campus located in Jamaica. At its Mona campus, it offers research and degree programmes at the undergraduate and postgraduate levels - degrees in Law and Medicine, Languages, English and Caribbean Culture, the Social Sciences, Pure and Applied Sciences, Computer Science, Education, Nursing and Media and Communications. UWI also offers a joint degree in Hospitality and Tourism Management with the University of Technology, Jamaica. The Mico College is a teachers’ college that is remaking itself into a University College offering degree programmes. In mid-2006, it was accorded University College status by the Jamaican government. The University of Technology, Jamaica, the only public university in Jamaica and one of two technological universities in the English-speaking Caribbean, prides itself on offering outcomes-based programmes built on a polytechnic model. It offers over 100 programmes at the Certificate, Diploma, undergraduate and postgraduate degree levels, including several programmes offered nowhere else in the English-speaking Caribbean - e.g. Architecture, other built environment subjects, the Health Sciences, and Technical and Vocational Education, It also offers postgraduate degrees in Architecture, Workforce Education, Educational Leadership, Business Administration and Engineering Management. Northern Caribbean University is a private Seventh Day Adventist institution offering undergraduate and graduate degrees in Education, Pharmacy, Business and Liberal Arts subjects. Allied to St. Andrews University in the US, its graduate programmes are heavily supported through its sister university. Other providers of tertiary training include University College of the Caribbean, International University of the Caribbean, Dental Auxillary School, Schools of Nursing and Midwifery, Caribbean Maritime Institute, University of New Orleans, Jamaica Theological Seminary, the Jamaica Institute of Management and the Nova South Eastern University. In addition a number of local Universities and College offer programmes with extra-regional institutions.

17

GDP by Sector, 2006

Miscellaneous

Services

9.0%

Government

9%

Financial

Services

7.6%

Distribution

20.2%

Transport

13.3%

Utilities

4%

Construction

9.5%

Manufacturing

11.9%

Agriculture

5.5%Mining

5.4%

Figure 1: Proportion of GDP by Sector, 2006

Training and Workforce Development in the Context of Economic

Development

Education, training and lifelong learning are considered to be fundamental pillars that should

form integral parts of, and be consistent with, comprehensive economic, fiscal, social and labour

market policies and programmes that are important for sustainable economic growth,

employment creation, and social development. Education and training therefore make labour

markets operate better. But education and training by themselves are insufficient. To be fully

effective, they need to form part of integrated policies directed at economic and employment

growth.

The Jamaican economy is primarily a services

economy. Services accounted for over 67.7 per cent

(two-thirds) of all economic activity in 2006.

Changes in the sectoral contributions to the

economy over the last decade has resulted in

declines in agriculture and manufacturing, and

growth in the contribution of transport, distributive

trade, government services, education and training,

communications, and other services. The relative

contribution of the Services Sector has

subsequently risen to over 75 per cent in 2008,

following revision in the system of National

Accounting.

When the figures are further disaggregated into

industry and sub sectors, as shown in Figure 1, the distributive trade (20%) was and continues to

be the largest contributor to GDP followed by transport, storage and communication (13%),

manufacturing (12%), government services (9%), and construction and installation (9%), with

other sectors contributing the balance. Economic growth experienced up to 2007, was related to

construction, exports of bauxite and alumina and tourism. The downturn in the global

economy and as a result, the bauxite industry has resulted in negative growth in the 2008 period.

18

Recently there has been an expansion of the Overseas Employment Programme, with the

Ministry of Labour and Social Security collaborating with the Central Okanagan Regional

District Economic Development Commission in British Colombia, Canada in a programme that

will see up to five hundred (500) persons, skilled in various areas of construction, being

employed in various construction projects in Canada.

New large investments in the bauxite/alumina sector and tourism that were beginning to

materialise up to 2007 have since been shelved or put on indefinite hold pending the recovery of

the Bauxite Alumina Sector. The ICT sector and food processing continue to show favourable

growth.

The Jamaican labour force stood at 1,296,100 with 711,200 males and 584,900 females in 2008.

(ESSJ, 2008). Labour market participation stood at 65.3 per cent, an increase over the previous

period, with a rate of 73.8 per cent for males and 57.5 per cent for females. Total employment

was 1,158,800 with an unemployment rate of 10.6 per cent, down from rates of 15-16 per cent a

few years ago. Females have more than twice the unemployment rate of males at 14.6 per cent

versus 7.3 per cent for males. Employment in large enterprises increased from 132,000 in 2002

to 171,975 in 2006 (STATIN, 2006). In 2008, Own Account employment was estimated to be 37

per cent of the workforce. The large informal sector is estimated at approximately 40.0 percent

of the economy.12

Table 3 shows changes in employment between 1990 and 2008 by industry grouping. Changes

seen in the table primarily reflect the re-orientation of the economy toward services and service

occupations. The global economic downturn has also had impact on the orientation of the

economy. In this regard, the bauxite industry which has been a major source of employment in

Jamaica and a large contributor to the GDP has experienced rapid decline since the global

economic recession and has closed at least three plants in Jamaica. As earlier stated, this has

reversed the trend towards increased employment in the mining and quarrying sector.

12 Inter-American Development Bank, The Informal Sector in Jamaica, 2006.

19

Table 3: Employment by Sector 1990 and 2008

1990 2008

%

Change

Goods Producing Sectors Agriculture/Forestry/Fishing 239,600 216,500 -9.6

Mining, quarrying and refining 7,200 9,700 34.7

Manufacturing 108,175 71,200 -34.2

Construction/Installation 56,950 110,900 94.7

Services Producing Sectors

Electricity/Gas/Water 5,375 7,600 41.4

Wholesale/Retail/Hotels/Restaurants Services 163,475 269,700 65.0

Transport/Storage/Communication 34,200 79,700 133.0

Finance/Insurance/Real Estate/Business Services 34,750 74,100 113.2

Community/Social/Personal Services 246,325 317,700 29.0

Industry Not Specified 4,750 1,700 -64.2

Total Employed Labour Force 900,800 1,158,800 28.6

Source: Adapted from the Economic and Social Survey Jamaica, 1990, 2008

Only very modest growth has occurred for plant and machine operators, and craft and related

trades workers, while skilled agricultural and fishery workers and elementary occupations

declined during the period. These changes reflect the increase in services, the growth in

distribution, declines in manufacturing, re-structuring in agriculture, and a continued loss of low-

skill elementary jobs.

Figure 2 shows differences in employment by occupational group between the years 1996 and

2006. The number of professionals, officials and technicians has increased the most, along with

service workers and shop and market sales, followed by clerks.

The skills demand scenario also is compounded by the high migration rate of Jamaicans which

results in a brain drain that is fairly well established (Adams, 2003; Lowell, 2001) and which

poses a serious challenge to the education and training system. Large quantities of professionals

who have benefited from highly subsidised university education have migrated, and in recent

years the USA and the UK have been recruiting large numbers of teachers and nurses. As noted

in the introductory section, the qualification profile of the workforce is less than optimal for

competitiveness. High migration continually erodes this qualification profile.

20

Figure 2: Employment by Occupational Group, 1996—2006

-

50,000

100,000

150,000

200,000

250,000

Professionals,

Senior

Officials &

Technicians

Clerks Service

Workers,

Shop & Market

Sales

Workers

Skilled

Agricultural &

Fishery

Workers

Craft &

Related

Trades

Workers

Plant &

Machine

Operators &

Assemblers

Elementary

Occupations

1996 2006

Job growth has been limited due to a number of factors that include falling private sector

employment results from declines in tradable goods production, large increases in real wages in

the latter part of the 1990s, and high crime, which deters job-creating investments.

Table 4 outlines the distribution of 40 occupations in Jamaica, the level of certification, the

average years of schooling required for employment in each of them and the average income

earned by individuals that work in these occupational fields.

Table 4: Occupations and Levels of Training and Earning in 2001, Jamaica Census 2001 Employed Unemployed

Certification

Position Occupation Percent of

Total Mean Wage

Average Years of

Schooling None CXC /GCE

Certificate /Diploma Degree Rate

Average Years of

Schooling 1 Farmer - Mixed Crop Grower 10.9 114,707 7.8 94.0 3.5 0.3 0.1 1.4 8.1 2 Domestic Worker – Helper 4.7 144,167 8.5 88.9 7.9 0.3 0.0 10.5 8.4 3 Building Trade – Mason/Bricklayer 3.4 282,385 9.1 88.3 7.3 0.2 0.1 22.8 9.2 4 Driver - Car, Taxi, Van 3.1 289,202 9.4 78.1 15.9 0.8 0.0 5.9 9.4 5 Sales Person – Demonstrator 3.0 229,180 10.2 56.6 35.0 3.3 0.3 12.7 10.2 6 Sales Person - Market, Street Stall 2.7 188,080 8.9 85.9 10.0 0.3 0.1 3.5 9.4 7 General Manager - Wholesale/retail 2.7 257,941 9.4 73.6 17.2 2.7 1.3 2.0 10.3 8 Protective Services – Security Guards 2.3 253,158 9.8 68.0 22.6 2.1 0.4 8.6 9.9 9 Cook 2.2 222,921 9.6 69.1 20.9 2.3 0.4 11.6 9.9

10 Mechanic - Motor Vehicles 2.0 284,318 10.0 70.3 20.0 2.1 0.6 11.0 9.4 11 Textile Worker - Tailor, Dressmaker 2.0 179,691 9.7 72.8 20.2 1.2 0.1 8.0 9.6 12 Waiter/Waitress Bartender 1.9 204,297 10.0 68.0 25.6 1.1 . 19.7 9.8 13 Hairdressers/Barbers/Beauticians 1.7 211,580 10.2 60.5 28.2 3.3 0.1 11.3 10.1 14 Building Trade - Carpenter/Joiner 1.6 271,845 9.4 84.9 11.1 0.2 . 20.0 9.3

15 Construction Labourer - Building, Road, Dam, Grave Etc 1.5 248,400 8.9 86.7 7.5 0.6 0.4 26.4 8.7

16 Clerk – Secretarial 1.5 379,675 12.1 7.1 51.3 28.2 4.5 8.9 11.5 17 Clerk - Cashier/Ticket 1.5 241,561 10.8 36.4 49.2 7.6 0.9 14.6 10.7 18 Vendor - Street, Non-Food 1.4 204,260 9.0 85.7 10.3 0.6 0.1 2.3 9.9 19 Agricultural Labourer – Farm Hand 1.4 148,074 8.1 90.9 7.1 0.2 0.0 11.5 8.4 20 Farmer - Field Crops/Vegetables 1.3 93,584 8.0 93.6 3.6 0.2 0.1 1.0 8.3 21 Sweeper - Street/Park etc. 1.3 164,226 8.4 91.7 5.1 0.0 0.3 14.6 8.2 22 Business Professions - Accountant/Auditor 1.3 783,003 13.2 2.7 32.9 29.4 28.8 5.2 12.8

21

Employed Unemployed Certification

Position Occupation Percent of

Total Mean Wage

Average Years of

Schooling None CXC /GCE

Certificate /Diploma Degree Rate

Average Years of

Schooling 23 Vendor - Street, Food 1.2 170,155 8.8 86.5 9.8 0.6 0.1 3.0 7.8 24 Teacher - Primary Education 1.2 423,969 13.4 2.8 21.4 58.1 13.1 1.8 11.4

25 Domestic Worker - Helper in Office, Restaurant etc 1.1 175,330 9.1 80.3 14.6 0.6 0.2 7.8 9.1

26 Driver - Heavy Truck etc. 1.0 334,686 9.4 74.2 18.2 1.1 0.2 7.0 8.9 27 Metal Worker – Welder 1.0 268,755 9.9 74.2 17.2 0.8 0.0 15.7 9.8 28 Building Finisher - Electrician 1.0 311,367 10.4 55.6 30.8 4.6 0.7 11.1 10.1 29 Teacher - Secondary without Degree 0.9 391,810 13.5 2.9 23.2 54.8 14.0 2.3 11.4 30 Wood Worker – Cabinet Maker/Carver 0.9 281,644 9.6 81.3 13.0 1.0 0.0 12.1 9.5 31 Protective Services – Police Officer 0.9 489,576 10.9 23.1 55.8 8.1 1.6 1.4 11.5 32 Building Caretaker 0.9 168,733 9.0 85.9 7.7 0.7 0.2 7.4 9.4 33 Labourer in Manufacturing Operation 0.9 193,416 9.4 76.3 17.0 1.1 0.0 16.9 9.4 34 Housekeeper (incl Warden Butler etc.) 0.8 198,552 9.9 70.0 22.5 1.2 0.2 13.5 9.4 35 Fishery Worker – Fishermen 0.8 255,803 8.5 94.3 2.9 0.2 0.2 5.7 9.1

36 Agent/Representative - Technical/Commercial Sales 0.8 448,028 11.3 22.7 49.4 14.7 4.9 7.6 10.3

37 General Manager – Other 0.7 913,593 11.9 18.9 30.1 20.6 20.1 2.3 11.0 38 Farmer - Horticulture & Nursery Plants 0.7 176,092 8.0 93.7 3.1 1.2 0.0 7.4 8.4 39 Driver – Bus 0.7 308,476 9.7 67.2 23.3 2.7 0.0 7.2 9.0

40 Mechanic - Electrical/Electronic Fitter/Repairer 0.6 342,171 10.5 49.3 35.0 7.3 0.8 9.2 10.4

Source: Heart Trust/NTA

The Ideal Jamaican Worker

In light of the changing global economy along with increasing global competitiveness, and

improvements in technology, there is need for the Education and Training system to produce a

new kind of worker. This new Jamaican worker will have to be equipped with all the necessary

competencies and attitudes that will enable him to be productive and contribute to Jamaica’s

national development.

The competencies and attributes include:

• strong educational foundation (especially in core areas e.g. English language and

mathematics);

• ability to quickly make the transition from school to the world of work;

• ability to solve problems and think critically;

• be keen on productivity;

• high levels of self-esteem and self-confidence;

• excellent communication skills;

• excellent inter-personal relationship skills;

• computer literacy;

• capacity for working in teams; and

22

• ability to show initiative.

Organizations with employees who possess the above skills and competencies will definitely

experience increased productivity and Jamaica as a nation will reap the benefits.

The economic and labour market analyses support the important recommendations for training

and workforce development stated below.

• Continue to channel investments in education and training to growing services sector

business, especially those that are generating investments, creating employment, and are

capable of earning foreign exchange. The growth areas are tourism, especially hotels,

construction related to tourism and civil construction (e.g., ports and airports), the

distributive trade, especially retail, information and communications services, education,

and manufacturing of beverages and processed foods.

• Recognise that migration issues are negatively affecting the accumulation of human

capital and that education and training programmes need to be increased. At the same

time, recognise the importance of remittances to the economy and continue to participate

in overseas employment and training programmes operated in conjunction with the

Ministry of Labour and Social Security. These overseas employment programmes,

however, require that tourism and hospitality training has sufficient capacity to meet local

demand.

• Recognise that globalisation and technology as well as the services economy, are

demanding higher levels of basic education, especially the so-called “employability

skills”. A services economy demands workers who have a service orientation - helpful,

outgoing and able to communicate. These traits must be stressed throughout the system.

Job change is often more frequent in services economies and workers must be flexible

and able to learn new tasks, jobs and functions. The ability to do this is based on

education. Learning programmes need to stress communication and English language,

analytic skills to understand and solve problems, team work skills, and personal qualities

such as initiative and responsibility.

23

• Continue to promote

the participation of

women in training

programmes to

counteract high

female

unemployment,

which is twice as

high as male

unemployment.

• For the construction

sector, focus on

assessing, upgrading

and certifying

existing construction

workers. The sector

employs over

100,000 workers.

• Undertake worker

assessment,

certification and

customer service

training in the

retailing industry.

There are 180,000

workers in the category Service workers, shop and market sales workers. Additionally,

health care has emerged as both a growing area of employment with possibilities for health

HOT JOBS IN JAMAICA

In relation to future labour demand, there is a useful analysis of advertised job openings provided at the Ministry of Labour’s website at http://www.lmis-ele.org.jm/labourmarket_Analysis.asp. The following is quoted directly.

1. “The period starting May 1, 2002 and ending December 31, 2006 was analysed to ascertain the most frequently advertised jobs in the Jamaican Labour Market. The fifteen (15) hottest occupations were found to be:

2. Lecturer/ Instructor/ Teacher/ Educator [5,756] 3. Director/ Manager [5,716] 4. Marketing/ Sales Representatives/ Associates [4,165] 5. Bartender/Waiter/Waitress [2,170] 6. Receptionist/ (Customer/Client Services) Representatives [2,007] 7. Accountant/Accounting Officer/Executive /Manager [1,818] 8. Executive/ Pastry/ Sous Chef/ Cooks/ Baker [1,562] 9. Administrative / Office Assistant/ Typist/ Secretary [1,339] 10. Cashier [1,249] 11. Security Officer/Guard [1,119] 12. Engineer [714] 13. Principal/Head of School/Dean [650] 14. Information Systems/ Network/ Computer Specialist[1] [649] 15. Consultant/Project Director/Manager/Engineer/Coordinator [619]

16. Nurse [567]

Since May 2002, the largest number of job openings were registered in the occupational category “Professional, Senior Officials and Technicians”, followed by the groups “Service Workers and Shop and Market Sales Workers” and “Clerks”. Meanwhile, the lowest number was recorded in the “Skilled Agricultural and Fishery Workers” category. Generally, the “hottest career tracks” in Jamaica since May 2002 have been in the following areas:

17. Management 18. Education and Training 19. Sales and Marketing 20. Accounting 21. Engineering 22. Restaurant Services 23. Front Desk/ Administration

At the same time, the “least advertised but popular occupations” included the following:

24. Medical Doctor/ Officer 25. (Pump/ Station) Operator 26. Laboratory Analyst/ Technician 27. Housemother/ Chambermaid 28. Pharmacist/ Pharmacy Technician

These findings show the services orientation of in-demand jobs and also highlight the need for higher level training and diversity of training offerings.

24

tourism. The training of nurses, especially, has emerged as a great need, with Jamaica both

exporting and importing nurses. If health tourism becomes a reality, additional demand will

be created for nurses, technicians, and other health para-professionals.

25

This SWOT Analysis presents a review and analysis of the state of training and workforce

development in Jamaica, drawing on the analysis in the previous section to identify goals,

objectives and strategies necessary to achieve the vision for the sector.

STRENGTHS

• World-class and relevant training model operated by the National Training Agency

• Local expertise to implement training aspect of the National Development Plan

• Employer-funded training system

• Regional and International portability and mobility of HEART/NTA and other certified graduates

• Adaptability, ingenuity and creativity of our people

• Available standards, assessment & certification system using international TVET Qualifications Framework

• Locally based internationally recognized quality assurance bodies

• Solid basic education structure

• Strong private sector

WEAKNESSES

• Low education level of secondary school

leavers

• Many unemployed persons not trained/certified

• Large uneducated and uncertified workforce

• Access to affordable training opportunities

• Negative impact of large cohort of at-risk youth on potential trainees

• Inadequate resources of public training institutions

• Lack of information on labour market trends

• Low participation rate of males in education and training at the tertiary level

• Inadequate promotion of CBET regional TVET programme

• Inflexible delivery modalities

•

OPPORTUNITIES

• Large pool of unattached youth available for

training

• Strategic location of Jamaica

• English speaking

• CARICOM Single Market and Economy (CSME)

• Training

• Brand recognition of Jamaica for export

• Private sector growth in training

• Investment friendly/attractive

• New businesses in growth areas

• New investment in tourism, construction and mining

• Growing service sector

THREATS

• Crime & violence

• Basic indiscipline in the society

• Delay in training due to natural disasters

• Cultural mindset: “Get rich quick or die trying” mentality which precludes learning a skill

• Unaffordability of training to the average Jamaican

• Inability to retain future – trained workers

• Effect of high interest rates & taxes on business start-ups

• Proliferation of low level jobs from current investments

• Effect of loss/closure of businesses on demand for trained workers

SWOT ANALYSYS

26

SECTION 4 - STRATEGIC VISION AND PLANNING

FRAMEWORK FOR TRAINING SECTOR

he long-term process of planning for the Training Sector is guided by a Vision that

describes a desirable future for the sector that can be achieved through the efforts of the

stakeholders within a realistic time frame. The Sector Vision was crafted by the Training

Task Force through the contributions of the stakeholders represented on the Task Force and at

stakeholder consultations held during the Vision 2030 Jamaica planning process.

The Sector Vision is as follows:

“Quality training for productive citizenship and nation building”

Strategic Planning Framework

Strategic Approach

As indicated in the situational analysis, the Jamaican workforce has for years been characterised

as largely unskilled with a relatively high proportion of the workforce functionally illiterate. The

factors contributing to this are varied and include inadequacies in the educational system as well

as societal issues that contribute to low educational achievements for the majority of Jamaicans.

It is recognized that these deficiencies will have to be corrected not only by changes to the

training and educational systems, but also in the attitudes of the society at large towards learning.

In consequence the Training and Workforce Development Sector Plan aims to accomplish the

following broad results: the inculcation of a desire to pursue learning and the provision of

opportunities for learning throughout the active lives of all Jamaicans; the streamlining and

integration of the training system to ensure standardized training levels and consistently high

standards of delivery; increase access to training particularly to target unattached youth and

displaced unskilled labour; and establish a framework for standardizing the various qualification

schemes in Jamaica. The four Goals and Outcomes, for accomplishing these are outlined below.

T

27

Goals and Outcomes

Goals Outcomes

1.1. The Value of Learning is promoted

1.2. Appropriate Policy Support is developed

1.3. Learning opportunities are increased

1.4. An ICT literate society is created

1.0:- A Learning Society is

created

1.5. Career Development is Integrated at all levels and in all areas of training

1.6. Employability skills and opportunities are increased

2.1. Training institutions/facilities are strategically placed geographically

2.2:- Coordination, accountability and efficiency are at their highest

2.3. The system of programme offerings is rationalised to reflect institutional strength and community and national needs

2.4. All stakeholders have access to a nationally integrated training and workforce information system

2.5. There is strong partnership among all stakeholders

2.0:- An integrated and

efficient training and

workforce development

system is established

2.6. Multiple pathways are enabled for efficiency

3.1. People with special needs have meaningful access to all training

3.2. Alternative training modules are provided to increase access

3.3. The financial resources for training are adequate

3.0:- Equal access to training

is provided for all

3.4. The training system is seamlessly articulated

4.1. All stakeholders are aware of, accept, and utilise the NQF

4.2. CBET is implemented nationally

4.0 :- A sustainable outcomes

/competency based

National Qualifications

Framework (NQF) 4.3. The NQF is aligned with International standards

4.2.3 Sector Indicators and Targets

The proposed indicators and targets for the Training Sector Plan over the period 2009 -2030 are

presented in Table 5 below.

28

Table 5: Training Sector Plan – Indicators and Targets (All data disaggregated by Gender

wherever appropriate)

Sector Indicators Baseline Targets

2007 or Most

Current 2012 2015 2030

Comments

1. % of youth that

are unattached

2. % of labour

Force with training

3. % of illiterate

adults enrolled in

literacy programme

29

Components of Vision 2030 Jamaica

The Vision 2030 Jamaica National Development Plan has three (3) components: 1. Integrated National Development Plan:

The integrated National Development Plan presents the overall plan for Vision 2030 Jamaica, integrating all 31 sector plans into a single comprehensive plan for long-term national development. The integrated National Development Plan presents the National Vision, the four National Goals and fifteen National Outcomes, and the National Strategies required to achieve the national goals and outcomes.

2. Medium Term Socio-Economic Policy Framework (MTF):

The Medium Term Socio-Economic Policy Framework (MTF), is a 3-yearly plan which summarizes the national priorities and targets for the country and identifies the key actions to achieve those targets over each 3-year period from FY2009/2010 to FY2029/2030.

3. Thirty-one (31) Sector Plans: At the sectoral level Vision 2030 Jamaica will be implemented through the strategic frameworks and action plans for each sector as contained in the respective sector plans. Vision 2030 Jamaica includes a total of thirty-one (31) sector plans covering the main economic, social, environmental and governance sectors relevant to national development.

SECTION 5 - Implementation Framework and Action Plan

for the Training Sector

5.1 Implementation Framework

The implementation of the Training and Workforce Development Sector Plan is an essential

component of the implementation, monitoring and evaluation framework for the Vision 2030

Jamaica – National Development Plan. The Plan is implemented at the sectoral level by

ministries, departments and agencies (MDAs) of Government as well as non-state stakeholders

including the private sector, NGOs and CBOs. The involvement of stakeholders is fundamental

to the successful implementation of the National Development Plan and the Training Sector Plan.

5.1.1 Accountability for

Implementation and Coordination

The Cabinet, as the principal body with

responsibility for policy and the direction of

the Government, has ultimate responsibility

for implementation of the National

Development Plan. Each ministry and

agency will be accountable for implementing

the National Development Plan (NDP)

through various policies, programmes and

interventions that are aligned with the

strategies and actions of the NDP and the

sector plans. A robust results-based

monitoring and evaluation system will be

established to ensure that goals and

30

outcomes of the Plan are achieved. This system will build on existing national and sectoral

monitoring and evaluation frameworks and will be highly participatory.

5.1.2 Resource Allocation for Implementation

Vision 2030 Jamaica places great emphasis on ensuring that resource allocation mechanisms are

successfully aligned and integrated with the implementation phase of the National Development

Plan and sector plans. The requirements to ensure resource allocation for implementation will

include alignment of organizational plans in the public sector, private sector and civil society

with the National Development Plan, MTF and sector plans; coherence between the various

agency plans with the National Budget; rationalization of the prioritisation process for public

sector expenditure; and increased coordination between corporate planners, project managers and

financial officers across ministries and agencies.

5.2 Action Plan

The Action Plan represents the main framework for the implementation of the Training Sector

Plan for Vision 2030 Jamaica. The tracking of implementation of the Training Sector Plan will

take place through the Action Plan as well as the framework of sector indicators and targets.

The Action Plan contains the following elements:

i. Sector Goals ii. Sector Outcomes

iii. Sector Strategies iv. Sector Actions v. Responsible Agencies

vi. Timeframe

31

Goals, Objectives, Strategies and Actions

Sector Goals

1. A Learning society is created

2. An integrated and efficient training and workforce development system is established

3. Equal access to training is provided for all

4. A sustainable outcomes/competency-based National Qualification Framework

GOAL 1: A Learning Society is Created

OUTCOMES STRATEGIES SPECIFIC ACTIONS TIMEFRAME RESPONSIBILITY

1.1 The Value of

Learning is Promoted

1.1.1 Infuse career

education in

school curricula at

all levels

1.1.2 Increase public

education

programmes

emphasizing

Lifelong Learning

1.1.3 Expand

mentorship

programmes - (Big

Brother/Little

Brother; Big

Sister/Little Sister)

at all levels

1.1.4 Establish Career

Development

Centres and train

persons to

1.1.1.1 Review and update

curriculum including

the preparation of

teachers/trainers/

facilitators

1.1.1.2 Promote Lifelong

Learning (Public

Education)

1.1.1.3 Incorporate

mentorship

component into

selected training

programmes

1.1.1.4 Establish Career

Development

Centres in training

institutions and

2008-2013

Dev: 2008 – 2010

Imp. 2010/Ongoing

2008 – 2011

2008 – 2013

HEART Trust /NTA (Career

Div.)

JIS / HEART Trust /NTA

UWI/UTech/Tertiary

Institutions

HEART Trust /NTA /MOE

32

OUTCOMES STRATEGIES SPECIFIC ACTIONS TIMEFRAME RESPONSIBILITY

effectively guide

individuals

1.1.5 Expand Technical

Vocational

Education and

Training

programmes in all

schools and

training

institutions

communities

1.1.1.5 Introduce Broad-

Based Curricula in all

schools

2008/ongoing

MOE/Tech Voc Unit

OUTCOMES STRATEGIES SPECIFIC ACTIONS TIMEFRAME RESPONSIBILITY

1.2.1 Encourage the

commitment of political

directorate to foster buy-in

1.2.1.1 Establish a

public/private sector

forum/committee to be

chaired by the relevant

political representative/s for

ongoing development and

review of public policy and

legislation relating to training

2010/ongoing HEART Trust/NTA –Lead

Agency

MIND

Private Sector training

institutions,

Economic sectoral

representatives

MOE

1.2.2 Review and improve

the Legal Framework for

training and work force

development

1.2.1.2 Establish a time table

for beginning and completing

the initial review process

2010 - 2013 As above

1.2 Appropriate policy

support is developed

1.2.1.3 Introduce policies and

procedures to govern

Institutions (was previously

1.2.5)

2012 - Onwards HEART Trust/NTA /MOE

1.2.3 Adopt a policy of

Lifelong Learning

1.2.3.1 Convene a Task Force

for the development of

mechanisms for the infusion of

LLP

1.2.3.2 Develop a

roadmap/mechanism for the

infusion of lifelong learning

policy into the institutional

2010

2010

Jamaica Foundation for Life

Long Learning

HEART Trust/NTA

33

OUTCOMES STRATEGIES SPECIFIC ACTIONS TIMEFRAME RESPONSIBILITY

framework for the design and

delivery of Techvoc education

1.2.4 Promote a culture of

advocacy

1.2.4.1 Conduct workshops for

middle level and senior staff in

policy analysis and advocacy

2011 MIND

HEART Trust/NTA

1.3. learning

opportunities are

increased

1.3.1 Increase the use of

technology driven

training programmes

1.3.2 Provide incentives d

to public and private

sector companies and

community-based

organisations to

create learning

opportunities

1.3.3 Expand cooperative

education work-based

learning including

summer internship

1.3.4 Utilize public

educational

institutions for

training fully

1.3.5 Promote distance

education /training

programmes

1.3.1.1 Equip training

institutions with the

technology to facilitate

learning and the training of

teachers/facilitators

Training for

teachers/facilitators in the use

of technology in learning

1.3.2.1 Allow Tax incentives to

participating organisations

1.3.3.1 Strengthen the National

Youth Service programme

1.3.3.2 Provide opportunities

in learning institutions to

promote paid employment

opportunities for participants

1.3.4.1 Training institutions

collaborate to share resources

1.3.5.1. Provide resources

for distance education delivery

1.3.5.2 Conduct needs

assessment to determine

needs and requirements of

2008-2013

On-going

2008-2012

2008-2012

2008-2012

2008-2012

2008-2012

2008-2016

2008-2012

HEART/MICT

HEART, Training Institutions

MOF&PS

MOE

MOE/Learning Institutions

MOE/Learning Institutions

MOF&PS/MOE/HEART Trust

MOE/HEARTMLSS

34

OUTCOMES STRATEGIES SPECIFIC ACTIONS TIMEFRAME RESPONSIBILITY

1.3.6 Develop and expand

Programmes to cater

for the physically and

mentally challenged

1.3.7 Increase access to

funding for

learning

persons with special needs

1.3.6.1 Develop and enhance

facilities to accommodate

persons with special needs and

increase the numbers of

teachers/facilitators in the

education and training systems

1.3.7.1 Increase collaboration

with financial institutions for

attractive and affordable loans

and scholarships for training

2008-2012

2008-2012

MOE/HEART/MLSS

SLB/MFPS/Private Financial

Institutions

35

OUTCOMES Strategies Specific Actions Timeframe Responsibility

1.4. An ITC Literate

Society Created

1.4.1 Implement mandatory

ICT Training at all levels.

1.4.1.1. Conduct survey to

determine the current level of ICT

literacy in the country

1.4.1.2. Increase –Jamaica

Information Communications

Technology Literacy Programme

(JICTLP)

1.4.1.3. Make ICT courses

compulsory at all levels

1.4.1.5. Mandate computer use in

schools at all levels-basic,

primary/preparatory, secondary

1.4.1.6. Develop and implement

National Policy for Training in ICT

2008-2012

2008-2012

2008-2012

2008-2012

2008-2012

MOE

UWI

MOE

MOE

MOE

1.4.2. Promote NGOs and

CBOs as focal points for ICT

training

1.4.3. ICT as a matriculation

requirement

1.4.2.1 Devise and implement

promotional campaign to develop

ICT literacy.

1.4.2.2 Develop and equip ICT

Training Centres

1.4.2.7 Locate focal points at

strategic points island-wide

1.4.3.1 Convert public libraries into

e-Libraries

1.4.3.2 Include ICT as part of

standard aptitude test during entry

into the civil service, institutions,

and in general job placement

2008-2012

2008-2012

2008-2012

2008-2012

2009-2012

MOE

MOE /HEART

MOE /HEART

JLS/MFPS/MOE

Relevant

Ministries/Services

Commission/PSOJ/

JEF

36

OUTCOME

STRATEGIES SPECIFIC ACTIONS TIMEFRAME RESPONSIBILITY

1.5 Career Development is

Integrated

1.5.1 Integrate Career

Education in all subject areas

1.5.1.1 Institute work

programmes and

community service as

secondary and tertiary

level requirement for

school leaving

certification

2008-2012 M.O.E.

JBTE

HEART trust/NTA

Tertiary Institutions

1.5.2 Introduce Quarterly

Careers Day Symposium to

highlight new and emerging

jobs.

1.5.2.1 Have

organisations in private

and public sector stage

career workshops and

seminars and offer

internship and Job

shadowing

programmes

1.5.2.2 Staging of

National Career

Exposition

2008-2012 HEART trust/NTA

M.O.E.

Teachers Colleges

MIND

MLSS

JEF/PSOJ

1.5.3 Infuse Career

Development programmes

at the Teachers College and

University levels.

1.5.3.1 Train career

guidance counsellors/

advisors for all school

levels as well as

subject/teachers

1.5.3.2 Infuse Career

Education into the

teaching/learning

process

1.5.3.3 Contextualize

Career Development

Programmes

2008-2012 HEART in collaboration with

MIND, TC and

universities/MOE/JBTE

37

GOAL 2: An integrated and efficient training and workforce development system is established

.

OUTCOMES STRATEGIES SPECIFIC ACTIONS TIMEFRAME RESPONSIBILITY

2.1. Training

institutions/facilities are

strategically placed

geographically

2.1.1. Ensure that Labour

Market analysis is done by

locality,

region/parish/community

level (Labour Market

Demand Driven

Programming

2.1.2 Create centres of

Excellence according to

where the need arises

2.1.1.1 Conduct Labour

Market Analyses learning

2.1.2.2 Establish Training

facilities for Tourism and

Hospitality

2.1.2.1 Create additional

Centres according to Labour

Market Needs

2008-2009

ongoing

2009-2012

2009-2012

HEART/STATIN/PIOJ

HEART/ Govt of Spain

GOJ/HEART/NGOs

38

OUTCOMES STRATEGIES SPECIFIC ACTIONS TIMEFRAME RESPONSIBILITY

2.2. Coordination,

accountability and efficiency

are Improved

2.2.1 Strengthen the

capacity of NCTVET

2.2.2. Introduce a

Performance Management

system

2.2.1.1. Empower HEART-

NTA to work with

Secondary Schools and

Tertiary Institutions to

adopt NCTVET Framework

for job certification

2.2.2.1. Conduct Training

Needs Analysis

2009 – 2011

2008 – 2010

MOE/Tertiary Institutions

MOE/Tertiary Institutions

2.3. The system of

programme offerings is

rationalised to reflect

institutional strength &

community/ national needs

2.3.1. Improve stakeholder

Analysis and evaluation

mechanisms

2.3.2. Regularise Tracer

Studies

2.3.1.1. Conduct Tracer

Studies for secondary and

tertiary TVET oriented

programmes

2009 – 2011

Ongoing

MOE, HEART-NTA, Tertiary

Institutions

39

GOAL 3: EQUAL ACCESS TO TRAINING IS PROVIDED FOR ALL

OUTCOMES

STRATEGIES SPECIFIC ACTIONS TIMEFRAME RESPONSIBILITY

3.1. Persons with special

needs have meaningful

access to training

3.1.1. Undertake Labour

Market analysis of the needs

of persons with special needs

3.1.1.1 Design and

implement appropriate

research frameworks

3.1.1.1. Develop and

Implement programmes

tailored for special groups

(Gender-based programmes

as well as programmes for

the disabled, the elderly)

2009-2012

On-going

HEART

Trust/NTA/JCPD/Bureau of

Gender affairs

3.1.2. Create the

infrastructure to

accommodate persons with

special needs

3.1.2.1. Develop and

Introduce facilities to

support the needs of

special individuals

(Transportation,

scholarships, nutrition, day

care infrastructure and ICT)

2008-2012

On-going

MOE in collaboration with

the private sector/JCPD/

Bureau of Gender affairs

3.1.3. Provide incentives to

stakeholders to offer special

needs programmes

3.1.3.1. Provide Special

concessions for the

establishment of training

programmes for individuals

with special needs

2008-2012

On-going

Ministry of Finance and the

Public Service

3.1.4. Increase Financial

assistance to the poor/needy

trainees

3.1.4.1. Develop

partnership with CBOs,

FBOs, NGOs, Workplace to

provide remedial training

2008-2012

On-going

HEART/NTA, MOE, in

partnership with Workplaces,

NGOs, FBO, and CBOs

3.1.5 Increase opportunities

to create a more literate

population

3.1.5.1. Explore

Alternative modes for

remedial education e.g. E-

Learning, Distance

Education, Radio, TV

2008-2012

On-going

HEART/NTA, MOE, in

partnership with Workplaces,

NGOs, FBO, and CBOs

3.1.5.2. Expand National

Reading Programmes and

implement ‘Drop

Everything and Read’

activities

2009-2015

On-going

MOE

3.1.6 Capacity for Remedial

Education improved

3.1.6.1. Engage National

Libraries and establish

Reading Centres

2008-2015

Jamaica Library Services (JLS)

40

OUTCOME STRATEGIES SPECIFIC ACTION TIMEFRAME RESPONSIBILITY

3.2. The use of alternative

training modalities is increased

to improve access

3.2.1. Introduce technology-

based training in all

programmes

3.2.2. Promote recognition of

prior learning

3.2.3. Emphasize structured

workforce training

3.2.4. Increase emphasis on

blended learning

3.2.1.1. Establish the

standard for the use of

technology in training

delivery

3.2.1.2. Develop and

implement a National Policy

for technology integration

in the delivery of all

programmes

3.2.1.3. IntegrateICT in the

delivery of all programmes

in training institutions/

schools

3.2.2.1. Increase accredited

training organizations

3.2.3.1. Develop and

implement Programme to

provide Participatory

Learning

2008-2012

2008-2012

2008-2012

2008-2012

2008-2012

OPM, MOE,HEART,JBTE,IOE,

Local and International

Partners

NCTVET

MIND

MOEY

JEF

JMA

PSOJ

TRADE UNIONS

MLSS

41

OUTCOMES

STRATEGIES

SPECIFIC ACTIONS

TIMEFRAME

RESPONSIBILITY

3.3.1 Strengthen

partnerships with

International

Development

Partners and

Private Sectors

3.3.1.1. Implement Sector-Wide Approach to financing

Training and Workforce Development

2009-2012

On-going

PIOJ, MFPS in

collaboration with

IDPs and other

stakeholders

3.3.2 Mobilize

support of

Diaspora

3.3.2.2. Provide Incentives to the Diaspora to enlist their

support for Training and Workforce Development (TWD)

institutions

2009-2012

MFPS

3.3.3 Increase

grant and

foundation

funding

3.3.3.1. Arrange partnerships with Industry leaders for

the provision of grants and foundations to support TWD

2008-2012

On-going

MOE/HEART

Trust/NTA

3.3. The financial

resources for training

is increased

3.3.4 Introduce

innovative

financing model

for education and

training with an

emphasis on

needs assessment

and targeted

interventions

3.3.4.1. Provide Student financing mechanism via the

SLB and private financial institutions for TWD with

Flexible loan arrangement

2008-2010

On-going

Ministry of Finance

and Public Service

42

GOAL 4: A sustainable outcomes/competency based National Qualification Framework is established

OUTCOME

STRATEGIES SPECIFIC ACTIONS TIMEFRAME RESPONSIBILITY

3.4.1 establish MOU

between providers

3.4.1.1 Refine existing qualification

frameworks to ensure that there is

vertical and horizontal articulation

between programmes

2009-2012

On-going

MOE in collaboration with

institutions and quality

assurance bodies

3.4. Improved

seamless articulated

Training System

3.4.2 Establish a policy

framework to enable a

seamless articulated

system

3.4.2.1 Establish understanding and

mechanisms/procedures among

institutions

2009-2012

On-going

MOE in collaboration with

institutions and quality

assurance bodies

OUTCOME STRATEGIES SPECIFIC ACTIONS TIMEFRAME RESPONSIBILITY

4.1

Increase the awareness,

acceptance and use of

the NQF by all

stakeholders

4.1.1 create A policy

paper and legislated

4.1.1.1. Conduct Stakeholder

consultations

4.1.1.2. Establish Cross-sector

committee

4.1.1.3 develop Draft Policy

Draft Policy Promoted and revised

Legislate Policy

2008-2012 MOE

4.1.2 Institutionalize

an NQF Framework

to a broader range of

providers

4.1.2.1. Conduct Broad stakeholder

consultations

4.1.2.2.develop and

implement/Agreements

2008-on going MOE

MIND

JBTE

UWI

UTECH

CCCJ

NCU

IUC

4.1.3 Institute a

public awareness

programme

4.1.3.1. Advertising and promotional

Plan developed

4.1.3.2. Advertising and promotional

plan implemented

2008 – 2020

On-going

MOE

JIS

43

OUTCOMES STRATEGIES SPECIFIC ACTIONS TIMEFRAME RESPONSIBILITY

4.2.1. Increase the

Involvement and

buy-in of

stakeholders in the

development of CBET

training programmes

4.2.1.1. Develop and

implement partnerships and

agreements (MOUs)

2008-2018 MOE

HEART

UWI

UTECH

ICC

NCU

CCCJ

JBTE

4.2.2. Promote CBET

nationally

4.2.2.2. Implement

Promotional programmes

4.2.2.3. Promote advertising

and promotional programmes

2008 – on-going MOE

HEART

JIS

Ministry of Labour

4.2.3. Form lead

groups for

identification of job

competencies

4.2.3.1. recommend and

contact experts practitioners

4.2.3.2. Lead Groups formed

2008-2030 (ongoing) HEART/NCTVET

4.2. CBET expanded

nationally

4.2.4. Integrate CBET

into all HRD

recruitment and

evaluation functions

4.2.4.1. conduct stakeholder

consultations

4.2.4.2. Establish HRD

Committee

4.2.4.3. Develop National

policy

4.2.4.4. Legislate and

Implement National Policy

2008 - 2020 MFPS/ Services Commission

HMRAJ

44

OUTCOMES STRATEGIES SPECIFIC ACTIONS TIMEFRAME RESPONSIBILITY

4.3.1 Disseminate

the requirements of

NQF to all

stakeholders

4.3.1.1 Stakeholder

consultations conducted

4.3.1.2 Requirements of NQF

to stakeholders

disseminated

2008 - 2030 MOE

4.3.2 Align local

standards with

internationally

accepted

standards

4.3.2.1 International standards

sourced

4.3.2.2 International and local

standards aligned(See 4.2.3)

2008 – on-going NCTVET

4.3.3 Promote

collaboration

between HRD in

firms and

training institutions

4.3.3.1 Promote

partnerships between HRD in

firms and training institutions

4.3.3.2 Establish agreements

between HRD in firms and

training institutions ed

2008 – on-going HEART

HMRAJ

4.3. The NQF and

certification are

internationally

recognized

4.3.4 Ensure

membership with

internationally

accredited

bodies

4.3.4.1 Establish contact with

internationally accredited

bodies

4.3.4.2 Complete

requirements for membership

with internationally-accredited

bodies

2008 – on-going MOE

UCJ

HEART

45

6. Monitoring & Evaluation Framework for the Training Sector

Institutional Arrangements

A number of institutions and agencies, including the following, will be involved in the

monitoring and evaluation framework for the National Development Plan and the Training

Sector Plan:

1. Parliament: The Vision 2030 Jamaica Annual Progress Report, will be presented to the

Parliament for deliberations and discussion.

2. The Economic Development Committee (EDC) is a committee of Cabinet chaired by

the Prime Minister. The EDC will review progress and emerging policy implications on

the implementation of Vision 2030 Jamaica and the relevant sector plans.

3. The National Planning Council (NPC) is a consultative and advisory body which brings

together top decision-makers in the Government, private sector, labour and civil society.

It is proposed that the NPC accommodates discussion on the Plan at least once every

quarter as a national consultative forum on the implementation of Vision 2030 Jamaica.

4. The Vision 2030 Jamaica Technical Monitoring Committee (TMC), or Steering

Committee, is to be chaired by the Office of the Prime Minister and will provide

oversight for the technical coordination and monitoring of the Plan and reporting on the

progress of implementation.

5. The Vision 2030 Jamaica Technical Secretariat to be institutionalized within the PIOJ

will play a leading role in coordinating implementation, analyzing social and economic

data and information, consolidating sectoral information into comprehensive reports on

Vision 2030 Jamaica’s achievements and results, maintaining liaisons with sectoral focal

46

points in MDAs, and supporting the establishment and operation of Thematic Working

Groups.

6. Ministries, Departments and Agencies (MDAs) represent very important bodies within

the implementation, monitoring and evaluation system. They are the Sectoral Focal

Points that will provide data/information on a timely basis on the selected sector

indicators and action plans, and be responsible for the timely preparation of sector reports

that will feed into the Vision 2030 Jamaica Annual Progress Report. For the Training

Sector Plan, the main MDAs comprising the relevant Sectoral Focal Point will include

HEART Trust/NTA, MIND, NGOs, FBOs, and CBOs that are delivering training

programmes.

7. Thematic Working Groups (TWGs) are consultative bodies aimed at providing multi-

stakeholder participation in improving the coordination, planning, implementation and

monitoring of programmes and projects relevant to the NDP and sector plans, including

the Training Sector Plan. TWGs will be chaired by Permanent Secretaries or senior

Government officials and shall comprise technical representatives of MDAs, National

Focal Points, the private sector, Civil Society Organizations and International

Development Partners. TWGs will meet a minimum of twice annually.

Indicator Framework and Data Sources

Appropriate indicators are the basic building blocks of monitoring and evaluation systems. A

series of results-based monitoring policy matrices will be used to monitor and track progress

towards achieving the targets for the NDP and sector plans, including the Training Sector Plan.

The performance monitoring and evaluation framework will be heavily dependent on line/sector

ministries for quality and timely sectoral data and monitoring progress.

The results-based performance matrices at the national and sector levels comprise:

• At the national level, 60 proposed indicators aligned to the 15 National Outcomes

47

• At the sector level, a range of proposed indicators aligned to the sector goals and

outcomes

• Baseline values for 2007 or the most recent past year

• Targets which outline the proposed values for the national and sector indicators for the

years 2012, 2015 and 2030

• Data sources which identify the MDAs or institutions that are primarily responsible for

the collection of data to measure and report on national and sector indicators

• Sources of targets

• Links to existing local and international monitoring frameworks such as the MDGs

Some gaps still exist within the performance matrix and a process of review to validate the

proposed indicators and targets is being undertaken. This process is very technical and time

consuming and requires significant cooperation and support from stakeholders and partners. The

performance monitoring and evaluation framework will be heavily dependent on ministries for

quality and timely sectoral data and monitoring progress. The system will benefit from our

existing and relatively large and reliable statistical databases within the Statistical Institute of

Jamaica (STATIN) and the PIOJ.

Reporting

The timely preparation and submission of progress reports and other monitoring and evaluation

outputs form an integral part of the monitoring process.

The main reports/outputs of the performance monitoring system are listed below. 1. The Vision 2030 Jamaica Annual Progress Report will be the main output of the

performance monitoring and evaluation system.

2. The annual sectoral reports compiled by the Sectoral Focal Points for submission to the

Vision 2030 Jamaica Technical Monitoring Committee. These will be integrated into the

Annual Progress Report.

48

3. Other products of the performance monitoring system include issues/sector briefs and

research reports.

Capacity Development

There is recognition that building and strengthening technical and institutional capacity for the

effective implementation, monitoring and evaluation of the NDP and the Training Sector Plan is

critical for success. This calls for substantial resources, partnership and long-term commitment to

training MDA staff. Training needs will have to be identified at all levels of the system; a

reorientation of work processes, instruments, procedures and systems development will have to

be undertaken; and staffing and institutional arrangements will need to be put in place.

Partnership with the Management Institute for National Development (MIND) and other

institutions will also be required to provide training in critical areas such as results-based project

management and analysis, monitoring and evaluation, and data management to public sector staff

and others.

49

KEY SUCCESS FACTORS Corporate and opposition buy in Funding issues Planning and

implementation issues Relevant programmes/processes

To get buy in to the process Significant increase in the number of scholarships, grants & easily repayable loans available to learners

Effective coordination School curriculum adjusted to make them relevant and dynamic

Selling the programmes to the targets

Resources Strategic planning Development of learning solutions

Effective marketing/promotion Adequate financial resources

Project management approach to implementation

The public is aware and is educated about the Plan

Reaching marginalized groups

Relevant policy and programmes support

Improving on behaviour modification

Improvement in information dissemination

Providing greater access to training

Effective implementation strategies for the Plan

Strategic location of institutions to accommodate access

Facilitating and assessing learning using CBET

Providing flexible learner centred training opportunities

Training and development needs identification

Increase access to training and greater numbers of learners accessing training opportunities

Competent and committed staff

Support structure for marginalization

Adequate supply of quality human resources

50

APPENDIX 1

The Human Employment and Resource Training Trust/ National Training Agency (HEART Trust/NTA) The HEART Trust/NTA is mandated to enable public and private technical and vocational education and training institutions to efficiently produce adequate numbers of skilled and semi-skilled workers largely for the productive sectors of the economy. The short-term aim is to reduce the number of uncertified workers by 50 per cent by 2008. The Agency is dependent on the involvement of Private Sector Employers for financing (via contributions)1 and providing on-the-job skill training opportunities. The organization also sets standards, develops curricula, administers examinations and accredits training programmes for the country through the National Council on Technical Vocational Education and Training (NCTVET).

The HEART Tax has proven to be an effective mechanism for financing the development and administration of the training system in Jamaica. As a consequence, the organisation is viewed globally as a world-class organisation and has been used as a bench mark throughout the English speaking Caribbean and elsewhere in the world. HEART Trust/NTA has received CARICOM approval to issue the Caribbean Vocational Qualification, a Technical Vocational Education and Training certification usable across the region. Programs and Services

Programs and Services include institution based, community based and firm based training. The organisation has been focusing on broadening the modalities and number of training opportunities available and on the standardisation of the training system in the island. The organisation finances the Technical High School Programme, the TVET Rationalization Project1 and directly administers training in over 28 Institutions islandwide and over 100 special church based and community based training institutions. They also administer the School Leavers Training Opportunities Programme (SLTOPS) under which school leavers are placed in firms where they may receive job experience and training, and the Apprenticeship programme. The organisation has been focusing on broadening the modalities and number of training opportunities available and on the standardisation of the training system in the island. To this end, they have sought to streamline the certification of all training programmes accredited by them to ensure that programmes certified at a particular level may be at the same standard regardless of the modality for training delivery. Included, is the provision of support to school based TVET programmes to facilitate the acquisition of vocational certification at the secondary level. They have also added to their institution based programmes, with the introduction of the Enterprise Based Training Programme (EBT). Under this programme, HEART Trust/NTA certifies training delivered within firms in approved skill areas and offers financial assistance to the firms for the delivery of training. They have also sought to broaden the level of certification of Jamaican workers by the introduction of a scheme for recognising prior learning. Under this scheme, experienced workers may be tested and certified at the level of skill demonstrated by them.

ENROLMENT AND OUTPUT OF SKILLED AND SEMI-SKILLED MANPOWER FROM NON-FORMAL HUMAN EMPLOYMENT AND RESOURCE TRAINING/ NATIONAL TRAINING AGENCY PROGRAMMES 2005 – 2006

2005 2006

ENROLMENT OUTPUT ENROLMENT OUTPUT

SKILL AREAS Male Female TOTAL Male Female TOTAL Male Female TOTAL Male Female TOTAL

Agricultural 694 848 1 542 500 534 1 034 472 595 1 067 277 316 593

Apparel and Sewn Products 130 2 757 2 887 67 1 894 1 961 116 2 736 2 852 63 1 853 1 916

Art & Craft 132 192 324 35 141 176 192 241 433 88 170 258

Beauty Care Services 36 1 164 1 200 17 727 744 73 1 708 1 781 24 1 253 1 277

Building Construction 6 787 679 7 466 3 828 143 3 971 10 892 598 11 490 7 748 418 8 166

Cabinet Making 532 20 552 239 9 248 673 20 693 526 15 541

Commercial Skills 2 075 6 000 8 075 1 543 4 192 5 735 6 394 13 019 19 413 3 791 7 133 10 924 Early Childhood Care and Other Education/Training Skills 47 1 842 1 889 36 898 934 148 2 613 2 761 79 1 422 1 501

Hospitality 2 764 8 611 11 375 1 698 5 438 7 136 4 581 12 461 17 042 3 000 7 788 10 788 Information & Communication Technology 3 111 5 728 8 839 1 714 3 780 5 494 5 629 9 569 15 198 4 174 7 710 11 884 Machine& Appliance Maintenance/ Repair 2 205 186 2 391 1 299 125 1 424 2 867 128 2 995 1 712 80 1 792 Transportation/Automotive Trade 2 727 240 2 967 1 361 184 1 545 3 268 152 3 420 2 282 111 2 393

Other Skills 2 114 2 522 4 636 1 244 1 381 2 625 1 951 2 318 4 269 1 408 1 413 2 821

TOTAL 23 354 30 789 54 143 13

581 19 446 33 027 37 256 46 158 83 414 25 172 29 682 54 854

Does not include Remedial and Continuing Education Programmes Source: Planning and Projects Division, Human Employment and Resource Training/ National Training Agency

51

APPENDIX 2

LIST OF TASK FORCE MEMBERS

Mr. Donald Foster (HEART/NTA, Chair) Dr. Jon Jones (Dental Auxiliary School) Ms. Claire Spence (USAID) Mr. Thomas McArdle (HEART/NTA) Mr. Wayne Robinson (Jamaica Independent Schools Association.) Mr. Fritz Pinnock (Caribbean Maritime Institute) Mrs. Paulette Dunn Smith (HEART/NTA) Dr. Leila McWhinney Dehaney (Ministry of Health) Mrs. Ruby Brown (Management Institute for National Development) Mr. Clive Grossett (HEART/NTA) Dr. Marcia Stewart (JBTE) Mr. Steven Kerr (PIOJ) Miss Natalie Leiba (PIOJ/UWI) Mr. Charles Clayton (PIOJ) Miss Herma Maxwell (PIOJ)

52

APPENDIX 3

LIST OF ACRONYMS

CASE College of Agricultural Sciences Education

CBO Church Based Organization

CBET Competency Based Education and Training

CCCJ Council of Community Colleges of Jamaica

CSEC Caribbean Secondary Education Certificate

CVQ Caribbean Vocational Qualification

EXED Excelsior Community College

FBO Faith-Based Organization

GDP Gross Domestic Product

GTZ German Agency for Technical Cooperation

HEART Trust/NTA Human Employment and Resource Training Trust/National Training Agency

HISEP High School Equivalency Programme

HRMAJ Human Resource Management Association of Jamaica

HRD Human Resources Development

ICT Information Communications Technology

IICD International Institute for Communications Development

IT Information Technology

IUC International University of The Caribbean

IVETA International Vocational Education and Training

JBTE Joint Board of Teacher Education

JEF Jamaica Employers Federation

JICTLP Jamaica Information Communication Technology Programme

JIS Jamaica Information Service

JLS Jamaica Library Service

JMA Jamaica Manufacturing Association

LLP Life Long Learning Policy

MFPS Ministry of Finance and Planning

MIND Management Institute for National Development

MLSS Ministry of Labour and Social Security

MOE Ministry of Education

MOU Memorandum of Understanding

NCTVET National Council on Technical Vocational Educational Training

NCU Northern Caribbean University

NGO Non-Government Organization

NQF National Qualifications framework

PAG Plan Advisory Group

PIOJ Planning Institute of Jamaica

53

PSOJ Private Sector Organization of Jamaica

SLB Students Loan Bureau

STATIN Statistical Institute of Jamaica

TWD Training and Workforce Development

UCJ University Council of Jamaica

UTech University of Technology

UWI University of the West Indies

VTDI Vocational Training Development Institute

54

REFERENCES

Crow Cal, Dr. Career Development as a Vehicle for Improving Learning and

Creating Successful Futures, Centre for Learning Connections, USA, 2004 Fox, Kristin. Mapping Unattached Youth in Jamaica IDB, 2003 Inter American Development Bank (IDB). The informal Sector in Jamaica, IDB, 2006 Jamaica Employers Federation (JEF). State of the Industry Report on Training and

Development, JEF, Kingston, 2004 – 2008 Planning Institute of Jamaica (PIOJ). Economic and Social Survey Jamaica, PIOJ, Kingston, 2002- 2008 Statistical Institute of Jamaica (STATIN). Labour Force Survey, STATIN, Kingston, 2006 – 2008 World Economic Forum. Global Competitiveness Report and Index, 2006